Carlos Delgado Kloos Universidad Carlos III de Madrid [email_address]
<ul><li>Educational material and activities are being  digitized </li></ul><ul><li>Technology is now offering possibilitie...
<ul><li>Superimposition of  text, images or 3D models </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
<ul><li>3D modelling of the real world, imaginary, augmented, or mediated worlds </li></ul>Valladolid, 2011-11-14--16 EEE/...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop Real, physical Virtual, digital
<ul><li>The real-world object and the corresponding digital one </li></ul><ul><ul><li>will have several properties in comm...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop Works without electricity Burnable to make fire Perfectly copiable...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
<ul><li>A) Experimental-based learning </li></ul><ul><ul><li>augmented reality, Internet of things and haptic devices  </l...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
<ul><li>Objects might present in both worlds </li></ul><ul><ul><li>at the same time </li></ul></ul><ul><ul><li>or at alter...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
<ul><li>Model of the Physical and the Digital Space </li></ul><ul><li>Key elements: Interreality portals </li></ul>Vallado...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital interreality portal
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital interface (mirror)
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
<ul><li>How to design and technologically support  innovative learning scenarios across physical and virtual spaces? </li>...
<ul><li>Break out in groups and </li></ul><ul><li>come up with interesting learning scenarios that work across spaces </li...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
<ul><li>Define your problem or issue as a creative challenge </li></ul><ul><li>Define a time limit or idea limit (eg. 25 m...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
<ul><li>summit.ImmersiveEducation.org </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
<ul><li>Special Issue on  Technology for learning across physical and virtual spaces </li></ul><ul><li>Dates </li></ul><ul...
Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
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2011-11-15 eee cdk v1

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EEE kick-off meeting Valladolid 2011-11-15

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  • 1:15 min http://www.youtube.com/watch?v=ay-KprYOD5s
  • What is real? Is the ball real?
  • What is real? Is the ball real?
  • 3:14 min
  • 2:00 min
  • http://www.youtube.com/watch?v=c6jZjpvIio4#! 1:30 min
  • Nowadays education does not happen exclusively face-to-face, in the physical space [4]. Neither does it happen exclusively through online tools in the virtual space, like Virtual Learning Environments, blogs or wikis [1]. There is a continuous transfer from one space to another: certain activities are done in the classroom, some are accessed on a web virtual learning environment or a 3D world, then the students perform the activities and collaborate ubiquitously either physically or digitally [2]. This is what has been traditionally understood under the heading of blended learning , but recent technological advances have opened broad opportunities to link these spaces more profoundly, thus enabling the realization of learning activities across spaces that incorporate and coordinate objects from them all. Examples are: the use of augmented reality, that superimposes a digital layer on top of the physical space, providing extra information or linking objects [7]; the use of 3D virtual spaces mirroring the physical space (e.g. showing an image from the physical world coming from a camera) [5]; sensors or RFID technology in the physical space that can provide information such as identity or location to digital applications [6]; or tangible computing devices that enable the manipulation of objects in the physical space that have impact on the digital space [3]… The main different spaces that can be linked to support innovative activities include virtual learning environments, 3D virtual worlds, physical classrooms and open learning spaces that can be integrated with virtual spaces through roomware, mobile and location-aware technologies. The main question to explore with workshop contributions is How to design and technologically support innovative learning scenarios across physical and virtual spaces? Associated research questions include: What are the opportunities and challenges that learning scenarios across spaces pose to the learners’ assessment? Can educational technology specifications offer interoperability solutions to facilitate the transfer between spaces? How can educators orchestrate, adapt, monitor and evaluate the learning process occurring across different virtual and physical spaces?
  • The discussions and relevant knowledge gained in the workshop will be the seed for the generation of a paper to be submitted to a special issue of the Journal of Universal Computer Science, which we are currently preparing. Those accepted position statements and abstracts will be given the option to be extended into full papers to be also submitted to this special issue.
  • 2011-11-15 eee cdk v1

    1. 1. Carlos Delgado Kloos Universidad Carlos III de Madrid [email_address]
    2. 2. <ul><li>Educational material and activities are being digitized </li></ul><ul><li>Technology is now offering possibilities to mix physical and digital elements with a finer granularity than in blended learning </li></ul><ul><li>Learning descriptions (specifications and standards) </li></ul><ul><ul><li>too web-oriented </li></ul></ul><ul><ul><li>still not adapted to the new mixed possibilities </li></ul></ul><ul><li>How to define learning processes in an abstract way, leaving the concrete details of enactment open </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    3. 3. <ul><li>Superimposition of text, images or 3D models </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    4. 4. <ul><li>3D modelling of the real world, imaginary, augmented, or mediated worlds </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    5. 5. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop Real, physical Virtual, digital
    6. 6. <ul><li>The real-world object and the corresponding digital one </li></ul><ul><ul><li>will have several properties in common </li></ul></ul><ul><ul><li>but also some differing ones </li></ul></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    7. 7. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop Works without electricity Burnable to make fire Perfectly copiable Searchable
    8. 8. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    9. 9. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    10. 10. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    11. 11. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    12. 12. <ul><li>A) Experimental-based learning </li></ul><ul><ul><li>augmented reality, Internet of things and haptic devices </li></ul></ul><ul><li>B) Exploratory-based learning </li></ul><ul><ul><li>Augmented physical spaces, 3D virtual worlds </li></ul></ul><ul><li>C) Project-based learning </li></ul><ul><ul><li>3D virtual environments, augmented physical spaces, web spaces </li></ul></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    13. 13. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    14. 14. <ul><li>Objects might present in both worlds </li></ul><ul><ul><li>at the same time </li></ul></ul><ul><ul><li>or at alternating moments </li></ul></ul><ul><ul><li>or a combination of the above </li></ul></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    15. 15. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    16. 16. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    17. 17. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    18. 18. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    19. 19. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    20. 20. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    21. 21. <ul><li>Model of the Physical and the Digital Space </li></ul><ul><li>Key elements: Interreality portals </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    22. 22. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    23. 23. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    24. 24. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital interreality portal
    25. 25. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital interface (mirror)
    26. 26. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital
    27. 27. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    28. 28. <ul><li>How to design and technologically support innovative learning scenarios across physical and virtual spaces? </li></ul><ul><ul><li>What are the opportunities and challenges that learning scenarios across spaces pose to learning and assessment? </li></ul></ul><ul><ul><li>Can educational technology specifications offer interoperability solutions to facilitate the transfer between spaces? </li></ul></ul><ul><ul><li>How can educators orchestrate, adapt, monitor and evaluate the learning process occurring across different virtual and physical spaces? </li></ul></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    29. 29. <ul><li>Break out in groups and </li></ul><ul><li>come up with interesting learning scenarios that work across spaces </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    30. 30. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    31. 31. <ul><li>Define your problem or issue as a creative challenge </li></ul><ul><li>Define a time limit or idea limit (eg. 25 min or 50 ideas) </li></ul><ul><li>Participants shout out solutions to the problem while the facilitator writes them down (no criticism allowed) </li></ul><ul><li>Once time is up, agree on the 5 ideas which you like best </li></ul><ul><li>Write down about 5 criteria for judging which ideas best solve your problem </li></ul><ul><li>Give each idea a score of 0 to 5 points depending on how well it meets each criterion </li></ul><ul><li>The idea with the highest score will best solve your problem </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    32. 32. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    33. 33. <ul><li>summit.ImmersiveEducation.org </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    34. 34. <ul><li>Special Issue on Technology for learning across physical and virtual spaces </li></ul><ul><li>Dates </li></ul><ul><ul><li>Submission deadline: 15 December 2011 </li></ul></ul><ul><ul><li>Decision notification after 1st round of reviews: 15 February 2012 </li></ul></ul><ul><ul><li>Submission of revised version: 31 March 2012 </li></ul></ul><ul><ul><li>Final decision: 15 May 2012 </li></ul></ul><ul><ul><li>Submission of final version: 31 May 2012 </li></ul></ul><ul><li>www.jucs.org/ujs/jucs/info/special_issues/jucs_special_issue_Across_spaces_cfp.pdf </li></ul>Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
    35. 35. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop

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